Hi Deborah
Phill has obviously given you good references, but I thought I might give a
little of my own experiences of supervision. I think they are very similar
to teacher/child dyads. Leaving aside issues of power for a moment, the
lecturer can point students to work that is too easy (going overy the top of
the zoped) or too difficult, where they come in under the zoped; in both
cases no genuine learning occurs.
Then there are issues of mastery and appropriation/internalisation. Some
students master the work for their thesis and then propmtly consign it to
the trashbin. For others, the appropiation has been so deep that it affcts
all their subsequent work, or maybe cause them to shift their paradigm for
the foreseeable future.
Then there are issues of power: some students will do what one asks,
without resentment, assuming that the superviser has a bird's eye view of
where they are going. Others may listen to instructions and then go off and
do exactly what they want to do: they are either dying to do some other
(covert) reading, or otherwise they assume the superviser cannot enter into
their reality, but perhaps can be inducted.(Or that the superviser is so
stupid that they are going to ask that s'he should be replaced as Internal
Examiner.)
Finally, there are students coming in from other disciplines, who have to
learn the conventions of the new one, and may trip innumerable times in
their writing (styles). They have to trust their supervisers, and have a
sense of humour to survive, but since it is a matter of style rather than
content, this is a secondary type of zoped.
There are other varieties such as students who are extremely competent but
very insecure, who come anxiously with more or less perfect work, for it to
get a stamp of approval. Naturally we find them a pain, because they consume
lots of our time--this might be a case of (lack of) confidence in the
zoped. Too little might exhibit the case of obviating the zoped, with
genuine learning taking place, presumably with the mediation from/with texts
almost to exclusion of people-bound dyadic learning. Too much unwarrented
confidence can lead to learning outside the zoped under discussion, or a
poor performance within it.
Actually I think these examples (which are all mine, but might be shared to
differrent levels by my other honoured collegauges) are so interesting that
surely somebody could write a paper about them, unless, of course, Phill's
authors have already.
Carol
On 10/14/06, Phil Chappell <philchappell@mac.com> wrote:
>
> Dear Deborah,
>
> Attached are two papers that may be helpful - both in language
> teacher education and from the Modern Language Journal.
>
> Regards,
>
> Phil
>
>
> On 14/10/2006, at 11:20 AM, deborah downing-wilson wrote:
>
> > I'm just beginning to look at undergrad development in informal
> > mentored
> > service learning environments (Fifth Dimension After-school
> > programs) and
> > would like to use the ZPD model to evaluate the quality of the
> > professor/undergrad relationship in contrast to the conventional
> > lecturer/listener dynamic. There is some literature available on
> > adult
> > learners in zopeds, but neither this nor the work regularly done with
> > children directly addresses university learning.
> >
> >
> >
> > On 10/13/06, Emily Duvall <duvalleg@adelphia.net> wrote:
> >>
> >> Are you looking for something in particular as in dynamic
> >> assessment or
> >> a particular domain such as foreign language, ... ?
> >>
> >> deborah downing-wilson wrote:
> >>
> >> > Can anyone point me toward literature or research applying the
> >> zoped
> >> > model
> >> > to professor/university student relationships?
> >> >
> >>
> >> --
> >> He only earns his freedom and his life, who takes them every day
> >> by storm.
> >> -- Johann Wolfgang Goethe
> >>
> >> Emily Duvall
> >> Doctoral Candidate (ABD) / Graduate Assistant-Instructor
> >> Language and Literacy Education (LLED)
> >> Department of Curriculum and Instruction
> >> College of Education
> >> Penn State University
> >> 256 Chambers Bldg.
> >> University Park , PA 16802
> >> 814-861-3315 (home)
> >> 814-404-6175 (cell)
> >> 814-863-4511 (office)
> >> FAX: 814-863-7602
> >> edd130@psu.edu
> >>
> >> _______________________________________________
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> >>
> >
> >
> >
> > --
> > Deborah Downing-Wilson
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> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
>
>
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